As a natural outgrowth of meeting the charge to define college and career readiness, the Standards also lay out a vision of what it means to be a literate person in the twenty-first century. Indeed, the skills and understandings students are expected to demonstrate have wide applicability outside the classroom or workplace. Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.
p. 7 They comprehend as well as critique.
Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is
saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.
They value evidence.
Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in
writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.
From CCSSO: p. 3
As a natural outgrowth of meeting the charge to define college and career readiness, the Standards also lay out a vision of what it means to be a literateperson in the twenty-first century. Indeed, the skills and understandings students are expected to demonstrate have wide applicability outside the
classroom or workplace. Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying
complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information
available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts
that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use of evidence
that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the
skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.
p. 7They comprehend as well as critique.
Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is
saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.
They value evidence.
Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in
writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.Read Alouds
Interactive Read Alouds
Mentor Texts for Strategy Instruction
Book Lists
Picture Books
Character Traits Book List
Writing Fix
Clark County Schools Site
How do authors do THAT?
Inspired by Chapter Books
Interest the Reader from the onset?
Experimenting With Leads
Reveal Character?
Author's Craft
A Study in Character
Inferring Character Traits
Reveal Setting?
Author's Craft
Use Foreshadow?
Author's Craft
Use Flashback?
Use Description?
Use Figurative Language?
Personification
Simile
Metaphor
Alliteration
Allusion
Irony
Unravel the Plot
Instructor Resources
When Kids Can't Read What Teachers Can Do - Kylene Beers
Teaching Reading in Middle School - Laura Robb